Preservice Teachers' Intentions to Enact Autonomy Support: Combined Perspectives From Self-Determination Theory and Mind-Set Theory

• In Event: Advances in Research on Mind-Set Theory: A Focus on the Role of Contextual Factors

Abstract

Preparing autonomy-supportive teachers requires examining preservice teachers’ intentions to enact autonomy support in their future classrooms, and beliefs and motivations predicting the intentions. Combining perspectives from Self-Determination Theory and mindset theory, study 1 surveyed 237 preservice teachers from three universities. Autonomous orientation and growth mindset directly and/or indirectly predicted intentions to enact autonomy support through beliefs about autonomy support and intrinsic motivation for teaching. With interviews (N = 17) and field journals (N =103), study 2 investigated intentions to enact autonomy support and control in preservice teachers with growth, mixed, and fixed mindsets. Fixed mindset related more to control intentions, especially under “pressure from below.” Mindset extends understanding of autonomy support besides SDT’s explanations; reducing fixed mindset helps reduce control.

Authors

• Dongyao Tan, Purdue University

• Toni Kempler Rogat, Purdue University

• John M. Froiland, Purdue University

• Chantal Levesque-Bristol, Purdue University